在银行表外业务中，下列属于金融衍生交易类业务的是（　　）。

I think I had at least a billion tests,including（　　）in which they cut out a piece of muscle from my leg and looked at it under a microscope.

（　　）the wealth of the country increases,more waste will be produced.

In a desperate move to increase their revenues to meet their sales goal,the company is planning to offer a special discount（　　）its customers.

（　　）in computer technology are allowing users to reach into any part of the world by just clicking a mouse.

The company's profits are（　　）to hit their peak in the next quarter mainly due to the release of its new line of clothing.

Mr.Gonzalesr who has been a（　　）member of the country club for over 25 year,has recently been appointed president.

下列作家和作品对应不正确的是（　　）

若一国的财政收入比支出要少，则说明该国出现（　　）。

在影响需求价格弹性的因素中，时间因素与商品需求价格弹性大小的关系是（　　）。

通常看一个国家经济是否增长，主要是看（　　）。

以下哪一项属于资本证券？（　　）

以下关于宏观经济政策与证券市场间的关系说法错误的是（　　）。

在其他条件不变的情况下，如果央行调高法定存款准备金率，那么货币系数（　　）。

在金融工程中，投资者借入资金买入标的资产，买这种操作称为（　　）。

（　　）是金融市场所具有的主要宏观功能。

下列关于数字人民币的说法，不准确的是（　　）

主营业务利润率属于哪种财务比率（　　）。

甲公司2019年12月1日购入生产设备一台，入账价格为200000元，采用年数总和法摊销，预计净残值5000元，预计使用年限5年。2020年12月31日，该生产设备的可收回金额为120000元，则2020年底，该设备的账面价值为（　　）。

下列账务处理程序中，适合规模较小，经济业务较少类型使用的是（　　）。

下列各项中，关于无形资产摊销表述不正确的是（　　）。

2019年12月31日，A公司涉及的一项未决诉讼预计很可能败诉。若败诉，A公司需承担诉讼费20万元并支付赔款400万元，但基本确定可从保险公司获得补偿80万元。2019年12月31日，A公司因该项目诉讼应确认的预计负债的金额为（　　）万元。

工作中，有些管理者发现，虽然把信息传递下去了，但员工执行时总会走样。从沟通角度看，这是因为（　　）。

（1）沟通是一个双向的过程，需要得到员工的反馈。

（2）信息传递不仅受到自己转达能力的影响，也受到员工接受信息能力的影响。

（3）沟通过程中，有效信息发生了衰减。

根据科曼提出的领导生命周期理论，通过领导的工作行为、领导的关系行为和下属的成熟度建立一个三维结构的有效领导模型，其中（　　）具有低工作行为、低关系行为和适用于成熟度高的下属。

有一位企业的领导者，破例地奖励了几位为企业做出很大贡献的职工，奖金超过了以往规定的最高限额。对此，下属有许多不同的反应，这件事表明（　　）。

关于X理论和Y理论，下列说法中正确的有（　　）。

（1）这两个理论的提出者都是麦格雷戈。

（2）从X理论出发，管理是强调控制、强制方式；从Y理论出发，管理是满足工人需要，激发其智慧与能力的过程。

（3）X理论认为人们不喜欢有压迫感的困难工作，Y理论则相反，认为人们热衷发挥自己的才能和创造力。

彼得·德鲁克认为：“领导者的唯一定义就是其后面的追随者。一些人是思想家，一些人是预言家，这些人都很重要，而且也急需；但是没有追随者，就不会有领导者。”这句话说明（　　）。

下列表述中不符合因事设职和因人设职相结合原则的是（　　）。

下列情形中，婚姻合法有效的是（　　）。

甲与妻子乙离婚多年，二人年幼的儿子丙的抚养权归乙，但丙跟着乙母生活，甲与甲父共同在外务工，甲的祖父独自在老家居住。期间，甲因工伤死亡，留下一笔钱款，对于该笔钱款，有权继承的是（　　）。

下列诗句中，出自杜甫笔下的是（　　）

下列有关中国近代史上重要历史人物与其所做出的贡献，搭配不正确的是（　　）

（　　）签订于八国联军侵华之后，这一条约使中国彻底沦为半殖民地半封建社会。

在智能手机的配置中，“ROM”指的是（　　）

在Word2013中选择全部文字的快捷键是（　　）

下面二十四节气中，不属于夏季（以立夏为开始，立秋为结束）的是（　　）

下列关于我国“四大名窟”的说法，错误的是（　　）

我国山脉众多，影响深刻。对此，下列表述不正确的是（　　）

下列历史事件按时间排序正确的一组是（　　）

近年来，我国取得了举世瞩目的成就。下列被称作中国的：“新四大发明”的是：（　　）。

“上午忙麦茬，下午摘棉花”是民间描述寒露时节农事活动的谚语。在下列地区中，该谚语描述的农事活动场景最可能出现在（　　）

下列历史事件中，最接近“朱门酒肉臭，路有冻死骨”所描述的时期的是（　　）

国家统计局18日公布，2020年，我国国内生产总值（GDP）首次突破（　　）大关，达101.5986万亿元，同比增长2.3%。

“十三五”期间，我国森林覆盖率提高到23.04%，森林蓄积量超过175亿立方米，连续（　　）保持“双增长”，成为森林资源增长最多的国家。

教育部消息，今年上半年将启动开展（　　）专项治理行动，全面排查欺凌事件、及时消除隐患问题。

李克强主持召开国务院党组会议，学习贯彻习近平总书记在（　　）的重要讲话精神，部署强化政府系统全面从严治党，推动经济社会持续健康发展。

国资委19日公布，2020年，中央企业累计实现净利润1.4万亿元，同比增长（　　），近八成中央企业净利润同比正增长。

2021年1月20日00时25分，我国在西昌卫星发射中心用（　　）运载火箭，成功将天通一号03星发射升空。

中办、国办近日印发（　　），要求合理有序引导群众就地过年。

2021年春节期间，全国收费公路将继续免收小型客车通行费，具体免费时段从（　　）。

针对社会关切，20日提请全国人大常委会会议审议的教育法修正草案拟进一步明确（　　）相关行为的法律责任。

国家卫健委日前明确，持核酸检测阴性证明返乡从2021年1月28日春运开始后实施，至（　　）春运结束后截止。

应世界经济论坛创始人兼执行主席施瓦布邀请，国家主席习近平将于2021年1月25日在北京以视频方式出席世界经济论坛（　　）对话会并发表特别致辞。

国家发改委2021年1月19日表示，我国新型城镇化加快推进，城区常住人口（　　）的城市基本取消落户限制，超过1亿农业转移人口在城镇落户。

为深入落实2021年中央一号文件要求，巩固拓展脱贫攻坚成果同乡村振兴有效衔接，中国银行间市场交易商协会于近期推出首批乡村振兴票据。农业银行作为牵头主承销商和簿记管理人，成功为中粮集团有限公司发行2021年第一期中期票据（乡村振兴），发行期限（　　）年，发行规模20亿元，募集资金主要用于支持中粮集团粮食收储工作。作为全国首批乡村振兴债，本次债券的成功发行对于保障粮食安全、促进农民增收、实现乡村振兴发展具有重要意义。

积极开展网络融资服务。农业银行创新推出（　　）线上贷款产品，实现农户贷款线上申请、线上审批、线上发放、线上还款，全面提升农户贷款的覆盖面和办理效率。

——“Is there（　　）here?”

——“No,Bob and Tim have asked for leave.”

It was no（　　）that his car was seen near the bank at the time of the robbery.

The chairman of the board（　　）on me the unpleasant job of dismissing good workers the firm can no longer afford to employ.

Today,Wichner Industries announced that it（　　）opening an office in Kuala Lumpur to coordinate its overseas.

——Must I wait till you come back?

——No,you（　　）.

Mary quickly closed the door of her room（　　）her father could reach it to keep him out.

Writing out all the invitations by hand was more time-consuming than we（　　）.

There is a note pinned to the door（　　）when the shop will open again.

It’s standard practice for a company like this one（　　）a security officer.

This argument sounds reasonable,but（　　）it’s incorrect.

（　　）how difficult the situation may seem,it is very important to remember that there are others who are in worse situations.

The detective（　　）the solving of this case to an anonymous phone call the police received a few hours before the arrest took place.

The（　　）behind the yellow tape is prohibited to anyone without a press pass.

（　　）to playing games recently，he is easy to feel sleepy in class.

Was it in the school reading room（　　）you found the missing book?

By the end of next month we（　　）the task.

May is as（　　）as a peacock and always wants to be the center.

（　　）,he is appointed as the manager.

Mr.Lee is too weak to（　　）his business.

You must have the experience that your voice（　　）on the telephone.

It is important to know what colors look good（　　）your skin before you buy clothes.

We went to the office in the morning and found somebody（　　）into the office during the night.

Could I speak to（　　）is in charge of International Sales please?

He was determined that his children（　　）to the best school.

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

The“stock market game”mentioned in Paragraph 1 is meant to（　　）.

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

How does the writer show us that schools’interest in teaching financial classes has increased in paragraph 2?

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

According to the passage,taking money-management courses will（　　）.

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

After completing the financial class,Diane Ray is likely to（　　）.

During her junior year of high school,Diane Ray's teacher handed her a worksheet and instructed the 17-year-old to map out her future financial life.Ray pretended to buy a car,rent an apartment,and apply for a credit card.Then,she and her classmates played the"stock market game",investing the hypothetical earnings from their hypothetical jobs in the market in the disastrous fall of 2008."Our pretend investments crashed,"Ray says,still frightened."We got to know how it felt to lose money."

That pain of earning and losing money is a feeling that public schools increasingly want to teach.Forty states now offer some type of financial instruction at the high-school level,teaching students how to balance checkbooks and buy stock in math and social-studies classes.Though it's too early to measure the full influence of the Great Recession,the interest in personal-finance classes has risen since 2007 when bank failures started to occur regularly.Now,many states including Missouri,Utah,and Tennessee require teenagers to take financial classes to graduate from high school.School districts such as Chicago are encouraging money-management classes for kids as young as primary school,and about 300 colleges or universities now offer online personal-finance classes for incoming students."These classes really say,'This is how you live independently,'"says Ted Beck,president of National Endowment for Financial Education.

Rather than teach investment methods or financial skills,these courses offer a back-to-the-basics approach to handling money:Don't spend what you don't have.Put part of your monthly salary into a savings account,and invest in the stock market for the long-term rather than short-term gains.For Ray,this means dividing her earnings from her part-time job at a fast-food restaurant into separate envelopes for paying bills,spending and saving."Money is so hard to make but so easy to spend,"she says one weekday after school."That is the big takeaway."

Teaching kids about the value of cash certainly is one of the programs'goals,but teachers also want students to think hard about their finances long term.It's easy for teenagers to get annoyed about gas prices because many of them drive cars.But the hard part is urging them to put off the instant satisfaction of buying a new T-shirt or an iPod."Investing and retirement aren't things teenagers are thinking about.For them,the future is this weekend,"says Gayle Whitefield,a business and marketing teacher at Uth’s Riverton High School.

That’s a big goal for these classes:preventing kids from making the same financial missteps their parents did when it comes to saving,spending,and debt.Though the personal savings rate has increased up to 4.2 percent,that’s still a far distance from 1982,when Americans saved 11.2 percent of their incomes.“It’s hard for schools to reach strict money-management skills when teenagers go home and watch their parents increase credit-card debt.It’s like telling your kids not to smoke and then lighting up a cigarette in front of them,”Beck says.

Even with these challenges,students such as Ray say learning about money in school is worthwhile.After Ray finished her financial class,she opened up a savings account at her local bank and started to think more about how she and her family would pay for college.“She just has a better understanding of money and how it affects the world,”says her mother,Darleen－and that’s sown to the details of how money is spent from daily expenses to various taxes.All of this talk of money can make Ray worry,she says,but luckily,she feels prepared to face it.

The passage is mainly about（　　）.

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What is the finding of the Global Humanitarian Forum?

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What do we learn about the Forum's report from the passage?

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What does Dr.Pielke say about the Forum’s report?

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What is Soren Andreasen's view of the report?

Global warming is causing more than 300,000 deaths and about$125 billion in economic losses each year,according to a report by the Global Humanitarian Forum,an organization led by Annan,the former United Nations secretary general.

The report,to be released Friday,analyzed data and existing studies of health,disaster,population and economic trends.It found that human-influenced climate change was raising the global death rates from illnesses including malnutrition and heat-related health problems.

But even before its release,the report drew criticism from some experts on climate and risk,who questioned its methods and conclusions.

Along with the deaths,the report said that the lives of 325 million people,primarily in poor countries,were being seriously affected by climate change.It projected that the number would double by 2030.

Roger Pielke Jr.,a political scientist at the University of Colorado,Boulder,who studies disaster trends,said the Forum's report was"a methodological embarrassment"because there was no way to distinguish deaths or economic losses related to human-driven global warming amid the much larger losses resulting from the growth in populations and economic development in vulnerable regions.Dr.Pielke said that“climate change is an important problem requiring our utmost attention.”But the report,he said,"will harm the cause for action on both climate change and disasters because it is so deeply flawed."

However,Soren Andreasen,a social scientist at Dalberg Global Development Partners who supervised the writing of the report,defended it,saying that it was clear that the numbers were rough estimates.He said the report was aimed at world leaders,who will meet in Copenhagen in December to negotiate a new international climate treaty.

In a press release describing the report,Mr.Annan stressed the need for the negotiations to focus on increasing the flow of money from rich to poor regions to help reduce their vulnerability to climate hazards while still curbing the emissions of the heat-trapping gases.More than 90%of the human and economic losses from climate change are occurring in poor countries,according to the report.

What does Kofi Annan say should be the focus of the Copenhagen conference?

I hear many parents saying that their teenage children are rebellion.I wish it were so.At your age you ought to be growing away from your parents.You should be learning to stand on your own two feet.But take a good look at the present rebellion.It seems that teenagers are all taking the same way of showing that they degree with their parents.Instead of striking out bravely on their own,most of them are trying to seize at one another’s hands for safety.

They say they want to dress as they please.But they all wear the same clothes.They set off in new directions in music.But somehow reason for thinking or acting in thus-and-such a way is that the crowd is doing it.They have come out of their cocoon—into a larger cocoon.

It has become harder and harder for a teenager to stand up against the popularity wave and to go his or her own way.Industry has firmly opened up a teenage market.These days every teenager can learn from newspapers and TV what a teenager should have and be.And many of today’s parents have come to award high marks for the popularity of their children.All this adds up to great difficulty for the teenager who wants to find his or her own path.

But the difficulty is worth getting over.The path is worth following.You may want to listen to classical music instead of going to a party.You may want to collect rocks when everyone else is collecting records.You may have some thoughts that you don’t care to share at once with your classmates.Well,go to it.Find yourself.Be yourself.Popularity will come—with the people who respect you for who you are.That’s the only kind of popularity that really counts.

The writer’s purpose in writing this passage is to tell（　　）.

I hear many parents saying that their teenage children are rebellion.I wish it were so.At your age you ought to be growing away from your parents.You should be learning to stand on your own two feet.But take a good look at the present rebellion.It seems that teenagers are all taking the same way of showing that they degree with their parents.Instead of striking out bravely on their own,most of them are trying to seize at one another’s hands for safety.

They say they want to dress as they please.But they all wear the same clothes.They set off in new directions in music.But somehow reason for thinking or acting in thus-and-such a way is that the crowd is doing it.They have come out of their cocoon—into a larger cocoon.

It has become harder and harder for a teenager to stand up against the popularity wave and to go his or her own way.Industry has firmly opened up a teenage market.These days every teenager can learn from newspapers and TV what a teenager should have and be.And many of today’s parents have come to award high marks for the popularity of their children.All this adds up to great difficulty for the teenager who wants to find his or her own path.

But the difficulty is worth getting over.The path is worth following.You may want to listen to classical music instead of going to a party.You may want to collect rocks when everyone else is collecting records.You may have some thoughts that you don’t care to share at once with your classmates.Well,go to it.Find yourself.Be yourself.Popularity will come—with the people who respect you for who you are.That’s the only kind of popularity that really counts.

According to the writer,many teenagers think they are brave enough to act on their own,but,in fact,most of them（　　）.

I hear many parents saying that their teenage children are rebellion.I wish it were so.At your age you ought to be growing away from your parents.You should be learning to stand on your own two feet.But take a good look at the present rebellion.It seems that teenagers are all taking the same way of showing that they degree with their parents.Instead of striking out bravely on their own,most of them are trying to seize at one another’s hands for safety.

They say they want to dress as they please.But they all wear the same clothes.They set off in new directions in music.But somehow reason for thinking or acting in thus-and-such a way is that the crowd is doing it.They have come out of their cocoon—into a larger cocoon.

It has become harder and harder for a teenager to stand up against the popularity wave and to go his or her own way.Industry has firmly opened up a teenage market.These days every teenager can learn from newspapers and TV what a teenager should have and be.And many of today’s parents have come to award high marks for the popularity of their children.All this adds up to great difficulty for the teenager who wants to find his or her own path.

But the difficulty is worth getting over.The path is worth following.You may want to listen to classical music instead of going to a party.You may want to collect rocks when everyone else is collecting records.You may have some thoughts that you don’t care to share at once with your classmates.Well,go to it.Find yourself.Be yourself.Popularity will come—with the people who respect you for who you are.That’s the only kind of popularity that really counts.

During the teenage years,one should learn to（　　）.

I hear many parents saying that their teenage children are rebellion.I wish it were so.At your age you ought to be growing away from your parents.You should be learning to stand on your own two feet.But take a good look at the present rebellion.It seems that teenagers are all taking the same way of showing that they degree with their parents.Instead of striking out bravely on their own,most of them are trying to seize at one another’s hands for safety.

They say they want to dress as they please.But they all wear the same clothes.They set off in new directions in music.But somehow reason for thinking or acting in thus-and-such a way is that the crowd is doing it.They have come out of their cocoon—into a larger cocoon.

It has become harder and harder for a teenager to stand up against the popularity wave and to go his or her own way.Industry has firmly opened up a teenage market.These days every teenager can learn from newspapers and TV what a teenager should have and be.And many of today’s parents have come to award high marks for the popularity of their children.All this adds up to great difficulty for the teenager who wants to find his or her own path.

But the difficulty is worth getting over.The path is worth following.You may want to listen to classical music instead of going to a party.You may want to collect rocks when everyone else is collecting records.You may have some thoughts that you don’t care to share at once with your classmates.Well,go to it.Find yourself.Be yourself.Popularity will come—with the people who respect you for who you are.That’s the only kind of popularity that really counts.

What can be inferred from the last paragraph?（　　）

I hear many parents saying that their teenage children are rebellion.I wish it were so.At your age you ought to be growing away from your parents.You should be learning to stand on your own two feet.But take a good look at the present rebellion.It seems that teenagers are all taking the same way of showing that they degree with their parents.Instead of striking out bravely on their own,most of them are trying to seize at one another’s hands for safety.

They say they want to dress as they please.But they all wear the same clothes.They set off in new directions in music.But somehow reason for thinking or acting in thus-and-such a way is that the crowd is doing it.They have come out of their cocoon—into a larger cocoon.

It has become harder and harder for a teenager to stand up against the popularity wave and to go his or her own way.Industry has firmly opened up a teenage market.These days every teenager can learn from newspapers and TV what a teenager should have and be.And many of today’s parents have come to award high marks for the popularity of their children.All this adds up to great difficulty for the teenager who wants to find his or her own path.

But the difficulty is worth getting over.The path is worth following.You may want to listen to classical music instead of going to a party.You may want to collect rocks when everyone else is collecting records.You may have some thoughts that you don’t care to share at once with your classmates.Well,go to it.Find yourself.Be yourself.Popularity will come—with the people who respect you for who you are.That’s the only kind of popularity that really counts.

What’s the author’s tone in this passage?

Today,only 4 million people live and work on farms in the United States,but they produce more than enough food for 200 million Americans.They are able to do this because modern agriculture depends more on up-to-date machinery and scientific methods than it does on old-fashioned knowledge and human labor.

These days,one man or woman spending an afternoon in an air-conditioned,stereo-equipped tractor can do the work that years ago would have required hundreds of hours of back-breaking drudgery.

As a result of the modernization of agriculture,the farm of today looks a lot like a factory.When the farmer's hens lay their eggs,conveyor belts carry the eggs off to be sorted and packed.If the farmer keeps pigs,those pigs will not be wallowing in the mud,but lying around in sanitary pens.And the farmer is likely to be found studying a computer print-out of long-range weather conditions.Why isn’t the farmer milking cows in the barn?The answer is easy:A machine is doing it.

This reliance on modern technology has its problems for farmers.The tractors that plow their fields,the combines that reap and thresh the grain,and the silos that store the grain for winter feeding are all very expensive.For example,a single tractor can cost as much as$50,000.Without this equipment,farmers could not run their farms profitably,but,to pay for it,farmers must take out large bank loans.A single bad season could put them deeply in debt.And,when the machinery wears out or becomes obsolete,the farmers must replace it with newer,more expensive models.Still,most farmers are willing to put up with these difficulties because their machines have freed them from the heavy labor and hard life that farmers had to endure in the past.

In the United States there are fewer farmers,because（　　）.

Today,only 4 million people live and work on farms in the United States,but they produce more than enough food for 200 million Americans.They are able to do this because modern agriculture depends more on up-to-date machinery and scientific methods than it does on old-fashioned knowledge and human labor.

These days,one man or woman spending an afternoon in an air-conditioned,stereo-equipped tractor can do the work that years ago would have required hundreds of hours of back-breaking drudgery.

As a result of the modernization of agriculture,the farm of today looks a lot like a factory.When the farmer's hens lay their eggs,conveyor belts carry the eggs off to be sorted and packed.If the farmer keeps pigs,those pigs will not be wallowing in the mud,but lying around in sanitary pens.And the farmer is likely to be found studying a computer print-out of long-range weather conditions.Why isn’t the farmer milking cows in the barn?The answer is easy:A machine is doing it.

This reliance on modern technology has its problems for farmers.The tractors that plow their fields,the combines that reap and thresh the grain,and the silos that store the grain for winter feeding are all very expensive.For example,a single tractor can cost as much as$50,000.Without this equipment,farmers could not run their farms profitably,but,to pay for it,farmers must take out large bank loans.A single bad season could put them deeply in debt.And,when the machinery wears out or becomes obsolete,the farmers must replace it with newer,more expensive models.Still,most farmers are willing to put up with these difficulties because their machines have freed them from the heavy labor and hard life that farmers had to endure in the past.

The first paragraph suggests that（　　）.

Today,only 4 million people live and work on farms in the United States,but they produce more than enough food for 200 million Americans.They are able to do this because modern agriculture depends more on up-to-date machinery and scientific methods than it does on old-fashioned knowledge and human labor.

These days,one man or woman spending an afternoon in an air-conditioned,stereo-equipped tractor can do the work that years ago would have required hundreds of hours of back-breaking drudgery.

As a result of the modernization of agriculture,the farm of today looks a lot like a factory.When the farmer's hens lay their eggs,conveyor belts carry the eggs off to be sorted and packed.If the farmer keeps pigs,those pigs will not be wallowing in the mud,but lying around in sanitary pens.And the farmer is likely to be found studying a computer print-out of long-range weather conditions.Why isn’t the farmer milking cows in the barn?The answer is easy:A machine is doing it.

This reliance on modern technology has its problems for farmers.The tractors that plow their fields,the combines that reap and thresh the grain,and the silos that store the grain for winter feeding are all very expensive.For example,a single tractor can cost as much as$50,000.Without this equipment,farmers could not run their farms profitably,but,to pay for it,farmers must take out large bank loans.A single bad season could put them deeply in debt.And,when the machinery wears out or becomes obsolete,the farmers must replace it with newer,more expensive models.Still,most farmers are willing to put up with these difficulties because their machines have freed them from the heavy labor and hard life that farmers had to endure in the past.

It can be inferred from the third paragraph that（　　）.

Today,only 4 million people live and work on farms in the United States,but they produce more than enough food for 200 million Americans.They are able to do this because modern agriculture depends more on up-to-date machinery and scientific methods than it does on old-fashioned knowledge and human labor.

These days,one man or woman spending an afternoon in an air-conditioned,stereo-equipped tractor can do the work that years ago would have required hundreds of hours of back-breaking drudgery.

As a result of the modernization of agriculture,the farm of today looks a lot like a factory.When the farmer's hens lay their eggs,conveyor belts carry the eggs off to be sorted and packed.If the farmer keeps pigs,those pigs will not be wallowing in the mud,but lying around in sanitary pens.And the farmer is likely to be found studying a computer print-out of long-range weather conditions.Why isn’t the farmer milking cows in the barn?The answer is easy:A machine is doing it.

This reliance on modern technology has its problems for farmers.The tractors that plow their fields,the combines that reap and thresh the grain,and the silos that store the grain for winter feeding are all very expensive.For example,a single tractor can cost as much as$50,000.Without this equipment,farmers could not run their farms profitably,but,to pay for it,farmers must take out large bank loans.A single bad season could put them deeply in debt.And,when the machinery wears out or becomes obsolete,the farmers must replace it with newer,more expensive models.Still,most farmers are willing to put up with these difficulties because their machines have freed them from the heavy labor and hard life that farmers had to endure in the past.

Which of the following statements is NOT true according to the passage?（　　）

Today,only 4 million people live and work on farms in the United States,but they produce more than enough food for 200 million Americans.They are able to do this because modern agriculture depends more on up-to-date machinery and scientific methods than it does on old-fashioned knowledge and human labor.

These days,one man or woman spending an afternoon in an air-conditioned,stereo-equipped tractor can do the work that years ago would have required hundreds of hours of back-breaking drudgery.

As a result of the modernization of agriculture,the farm of today looks a lot like a factory.When the farmer's hens lay their eggs,conveyor belts carry the eggs off to be sorted and packed.If the farmer keeps pigs,those pigs will not be wallowing in the mud,but lying around in sanitary pens.And the farmer is likely to be found studying a computer print-out of long-range weather conditions.Why isn’t the farmer milking cows in the barn?The answer is easy:A machine is doing it.

This reliance on modern technology has its problems for farmers.The tractors that plow their fields,the combines that reap and thresh the grain,and the silos that store the grain for winter feeding are all very expensive.For example,a single tractor can cost as much as$50,000.Without this equipment,farmers could not run their farms profitably,but,to pay for it,farmers must take out large bank loans.A single bad season could put them deeply in debt.And,when the machinery wears out or becomes obsolete,the farmers must replace it with newer,more expensive models.Still,most farmers are willing to put up with these difficulties because their machines have freed them from the heavy labor and hard life that farmers had to endure in the past.

The title that best expresses the idea of this passage is（　　）.